M.Ed. Resource Guide - CHAPTER 3: THE M.Ed. PROGRAM

     The Masters in Education degree (M.Ed.) is just one program of the Graduate Studies in Education Department. This department offers additional services, elective courses, and programs of study that support practicing P-12 classroom teachers in their search for increased knowledge and skills. The program is designed around a cohort structure, meaning that candidates remain in their respective cohorts from the beginning of the degree program until graduation.

Characteristics of Adult Learners

     By its very nature then, the M.Ed. program targets adult learners. There are several distinct characteristics of adult learners that have been identified through research. These characteristics are shown below, with particular attention given to practicing teachers as the adult learners.

• Adult practicing teachers are motivated to learn: Adults who choose to return to school after a time in the workforce are typically ready to give the effort needed to benefit from classes for which they are sacrificing. Because of this, learning proceeds much more quickly and faculty do not have to spend valuable time urging students to attend to their work. Indeed, accustomed to excellence at work, adults often labor to reach that same level of quality in their academic pursuits.
  
  
• Adult practicing teachers have learned discipline: As a result of being in the profession and managing the complexities of both professional and personal responsibilities, teachers have developed a sense of discipline that serves them well in the M.Ed. Program. Assignments can be completed, and completed well, within tight time frames despite busy schedules and varied responsibilities to school, family, church and school-community tasks.
  
  
• Adult practicing teachers have broad life experiences: Learning theory tells us we learn by relating new ideas to present knowledge and experiences. For this reason a person who has experienced a work environment and been placed in leadership positions in the past is better able to absorb concepts of management and leadership. Drawing on a broad background of experiential knowledge allows adults to quickly grasp ideas.

• Adult practicing teachers desire relevance: If a subject immediately relates to a current task or a contemporary problem, ears perk up and brains switch to high gear. Working adults encounter situations where their learning may be applied daily and thus are more motivated and better able to learn.

• Adult practicing teachers have developed skill in independent learning: The M.Ed. program seeks to foster this skill. To succeed in the profession, teachers have by necessity learned to seek information on their own from a variety of sources. Assuming this ability to independently gather and process information, our faculty can rely on students to grasp more knowledge and skills on their own without having to rely on a "teacher" as a fountain from which all information flows.

• Adult practicing teachers learn best when they are personally involved: The more active people are in their own learning, the better the learning. If individuals are only called upon to listen to a "talking head," little learning takes place. When learners interact in small groups, engage in role play, prepare projects, and apply techniques in the workplace, the learning is deep and retention is long. For this reason, the M.Ed. program seeks to create situations for active learning in translating theory to practice.

• Adult practicing teachers have many insights of their own: Experience is a tremendous teacher. As individuals go through life they gain new perspectives and insights based on the events that have occurred around them. When a group of adults with varied backgrounds, travels and work experiences gathers, the accumulated knowledge and wisdom is truly life enriching. To rely solely on one faculty member's thoughts for the content of a course would impoverish the educational experience. For this reason, dialogue and collaboration is valued more highly than lecture in M.Ed. classes.

• Adult practicing teachers can direct their learning to fill in gaps in their knowledge: Reading and research outside the classroom allow candidates to fill in the gaps between their current knowledge and the knowledge necessary to meet the objectives of the graduate courses that are part of the M.Ed. Program. Teachers are able to recognize where they still have much to learn; they have the discipline and the learning skills to focus on those areas needing the most concentration.

• Adult practicing teachers learn well in groups: Group learning is widely recognized as an effective learning process. Peers tutor and coach one another in groups. There is emotional support in groups. Warm friendships develop in groups, resulting in a positive climate for learning. Ideas and learning which might not have occurred individually often happen in groups as synergy is created. Weaknesses in one candidate are offset by the strengths of others in groups. Teamwork, cooperation, and leadership skills are fostered within groups.

Teaching the Adult Learner

     Helping experienced classroom teachers grow personally and professionally is an exciting and challenging process. Classroom teachers have always been expected to teach knowledge and skills to their students; however, American schools are in a time of tremendous educational change. Classroom teachers need to master agent of change process skills that will enable them to grow professionally and become more empowered to respond to the needs of children today.

     As we enter an era in which knowledge doubles in less than five years, and the projection is that by the year 2020 it will double every 73 days, it is no longer feasible to anticipate the future information requirements of an individual. Educators must accept that there is currently a shift away from the industrial model of society to a learning society (Costa & Liebmann, 1997).

     Business leaders warn that the workforce must undergo a revolutionary change in order to effectively respond to this new work environment (Bridges, 1994; Drucker, 1995; Dent, 1995; Hakim, 1994; and Rifkin, 1995). Workers have to rethink their approach to "work" as they previously knew it. This rethinking means focusing more on learning how to build values, attitudes, and skills which will allow them to survive and succeed through multiple job changes, and with far less structure and security (Panella, 1997).

     Dent (1996) states "The coming work revolution will force us to rediscover our greatest strength - individual initiative - thus nurturing a spirit of entrepreneurship . . ." (p. 18). The focus of education, therefore, also needs to shift (Department of Labor, Secretary's Commission, 1991). Both teachers and students must become continual and internally-driven learners: self-analyzing, self-referencing, self-evaluating, and self-modifying. Teachers must become self-directed learners who can help students become self-directed learners as well.

     As educators move toward the twenty-first century there is an emerging need to be proficient in two approaches of education. First, teacher-directed learning is given the label "pedagogy" from the Greek words "paid" (meaning "child") and "agogus" (meaning "leader"). Pedagogy has come to be defined as teaching. Second, self-directed learning has been labeled "andragogy." Andragogy is defined by Knowles (1980) as "simply another model of assumptions about learners to be used alongside the pedagogical model of assumptions" (p. 43). Jarvis (1984) wrote that the theory of andragogy has "acquired the status of an established doctrine in adult education" (p. 32). Andragogy comes from the combining form of "and" of the Greek word "aner" (meaning "adult"). Andragogy is defined, therefore, as the art and science of helping adults learn (Knowles, 1980).

     Teacher-directed (pedagogical) learning and self-directed (andragogical) learning, therefore, become a continuum of learning for candidates as they matriculate through the M.Ed. core of ten courses. It must be noted, however, that the community of experienced teachers lends itself to a significant amount of andragogical learning.

Adult Learning Assumptions

A COMPARISON OF ASSUMPTIONS OF TEACHER-DIRECTED (PEDAGOGICAL)
LEARNING AND SELF-DIRECTED (ANDRAGOGICAL) LEARNING

(Please read as poles on a spectrum, not as black and white differences.)

ASSUMPTIONS
ABOUT:	TRADITIONAL TEACHER-DIRECTED	NON-TRADITIONAL SELF-DIRECTED
Concept of the learner	Dependent personality	Increasingly self-directed
Role of the learners' experience	To be built on more than used as a resource	A rich resource for learning by self and others
Readiness to learn	Uniform by age-level and curriculum	Develops from life tasks and problems
Orientation to learning	Subject-centered	Task-or problem-centered
Motivation	By external rewards and punishments	By internal incentives, curiosity
The body of theory and practice on which teacher-directed learning is based is often given the label "pedagogy, " from the Greek words paid (meaning child) and agogus (meaning guide or leader) -- thus being defined as the art and science of teaching children. The body of theory and practice on which self-directed learning is based is coming to be labeled "andragogy," from the Greek word aner (meaning adult) -- thus being defined as the art and science of helping adults learn.

     These two models do not represent good/bad or child/adult dichotomies, but rather a continuum of assumptions to be considered in terms of their rightness for particular learners in particular situations. If a pedagogical assumption is realistic for a particular situation, then pedagogical strategies are appropriate. For example, if a learner is entering into a totally strange content area, he or she will be dependent on a teacher until enough content has been acquired to enable self-directed inquiry to begin.

Adult Learning Process Elements

A COMPARISON OF SOME PROCESS ELEMENTS OF TEACHER-DIRECTED
(PEDAGOGICAL) LEARNING AND SELF-DIRECTED (ANDRAGOGICAL) LEARNING

(Please read as poles on a spectrum, not as black and white differences.)

PROCESS ELEMENTS
ELEMENTS	TRADITIONAL TEACHER-DIRECTED	NON-TRADITIONAL SELF-DIRECTED
Climate	Tense, low trust, formal, cold, aloof, authority- oriented, competitive, judgmental	Relaxed, trusting, mutually respectful, informal, warm, collaborative, supportive
Planning	Primarily by teacher	Mutually by learners and facilitator
Diagnosis of needs	Primarily by teacher	By mutual assessment
Orientation to learning	Subject-centered	Task-or problem-centered
Setting of objectives	Primarily by teacher	By mutual negotiation
Designing learning plans	Teachers' content plans Course syllabus Logical sequence	Learning contracts Learner projects Sequenced by readiness
Learning activities	Transmittal techniques Assigned readings	Inquiry projects Independent study Experimental techniques
Evaluation	By teacher Norm-referenced (on a curve) With grades	By learner-collected evidence   validated by peers, facilitators,   experts Criterion-referenced Often by learning contracts

Adult Learning Process Skills

     The IWU Mission Statement, Core Values, and Vision Statement serve as an underlying premise for the selected knowledge, skills, and dispositions that are taught throughout the M.Ed. program to adult learners. It is important to recognize that some learning process skills will transcend a college degree program and become essential for daily success throughout life. The following list has been adopted for use in the M.Ed. program:

1. The ability to see things from the perspective of a Christian worldview.

2. The ability to consistently exhibit ethical thought and action.

3. The ability to abide by values necessary for lifelong learning.

4. The ability to read complex materials with comprehension.

5. The ability to think critically concerning ideas and performance (i.e. reflective practice).

6. The ability to engage in problem solving and effective decision-making.

7. The ability to communicate effectively through writing.

8. The ability to communicate effectively in team meetings and presentations.

9. The ability to find needed information (sometimes called information literacy).

10. The ability to work effectively in teams.

     The M.Ed. courses are designed to empower teachers. Experienced teachers quest for mastery of their environment, control, self-empowerment and continuous, lifelong learning. Senge (1990) states:

Children come fully equipped with an insatiable drive to explore and experiment. Unfortunately, the primary institutions of our society are oriented predominantly toward controlling rather than learning - rewarding individuals for performing for others rather than cultivating their natural curiosity and impulse to learn (p. 168).

     Classroom teachers need to experientially understand the power of self-directed learning to effectively serve as a teacher-facilitator-leader of others. Self-directed teachers, as adult learners, are resourceful. They engage in cause-effect thinking, spend energy on tasks, set challenging goals, persevere in the face of barriers and occasional failure, accurately forecast future performances, are optimistic and confident, have sound self-knowledge, feel good about themselves, control performance anxiety, and translate concepts into action (Costa and Garmstron, 1994).

M.Ed. Mission Statement

     The mission of the M.Ed. program is to provide accessible, challenging, Christ-centered professional growth and development opportunities for practicing teachers. By expanding teaching knowledge and skills through continuous theory to practice proficiency development, classroom teachers become "Agents of Change" in their classrooms and school-community.

Policy Statements

Special Needs

     Candidates who have any special needs (disabilities, problems, or any other factor that may affect their performance in class or that requires special instructional strategies) should make these special needs known to the faculty member during the first meeting of the course.

Attendance

     Attendance may adversely affect the course grade. University policy states that a grade of "F" MUST be given if a student misses two class sessions of a five-workshop course, OR three sessions of an 8-week online course, and does not contact the Office of Student Services to officially withdraw before the last class session. If a student misses four hours of an onsite class that is eight hours in length, an absence will be recorded. If a student fails to post at least once during a week of online courses, an absence will be recorded. All policies and procedures of the university will be in force, as stated in the current handbook.

Grades

     Final course grades will be assigned on the basis of total points earned during the course. Evaluation will be based on completion of all course requirements and the professional judgment of the faculty member. The faculty member will provide candidates with a handout detailing how points may be earned for each assignment. The faculty member may choose to modify the assignments; however, all required UAP and AMP inclusions must be completed. All assignments are to be submitted as scheduled. Any deviation from this schedule requires the prior approval of the faculty member.

Graduate Letter Grade Equivalencies

A =	Clearly stands out as excellent performance. Has unusually sharp insights into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines. Anticipates next steps in progression of ideas.
	Example "A" work should be of such nature that it could be put on reserve for all students to review and emulate. The "A" student is, in fact, an example for others to follow.
B =	Demonstrates a solid comprehension of the subject matter and always accomplishes all course requirements. Serves as an active participant and listener. Communicates orally and in writing at an acceptable level for a graduate student. Work shows intuition and creativity.
	Example "B" work indicates good quality of performance and is given in recognition for solid work; a "B" should be considered a good grade and awarded to those who submit assignments of quality less than the exemplary work described above.
C =	Quality and quantity of work in and out of class is average. Has marginal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at least minimally.

M.Ed. Conceptual Framework

     The Master of Education program is designed for experienced classroom teachers who are seeking an advanced degree that focuses on curriculum and instruction. It is designed to be as accessible, convenient, and meaningful as possible for practicing teachers while presenting a challenging series of learning experiences. The M.Ed. program is accredited by the North Central Association (NCA), the National Council for Accreditation of Teacher Education (NCATE), and multiple state accrediting agencies in Ohio, Kentucky, and Indiana, including the Indiana Professional Standards Board (IPSB).

     The M.Ed. program emphasizes the practical application of theory by relating coursework and learning to students' classrooms and schools. Since classroom teaching experience is an admission requirement for the M.Ed. program, practicing teachers bring with them a knowledge of what works and what needs changing in schools. The program emphasizes the integration of education's current knowledge base and best practices into instruction, learning, and assessment. The integrated program provides a focal point for identifying needed areas of change. It also encourages dialogue and collaboration with professional educators in the cohort community and allows the opportunity for developing curricula and program improvement responses to targeted pupil population needs and concerns.

     The "Teacher as Agent of Change" conceptual framework model incorporates five domains based upon the Five Core Propositions of the National Board for Professional Teaching Standards (NBPST). The five domains are addressed from the point of view of the experienced teacher who continues to develop his or her professional knowledge and skills for the benefit of students and schools. Since modern education is not static, the profession requires teachers who can identify areas of needed change, bring experience, knowledge, and theory to bear on problems, and develop sound solutions that will result in improved student learning. That understanding is the driving force behind the Teacher as Agent of Change conceptual model.

     The principles and assumptions that undergird the M.Ed. conceptual framework are described in the following review of literature and research regarding agents of change. Dr. Jim Elsberry and Dr. Larry Lindsay provided the research and the writing of this review.

The Teacher as Agent of Change

     The call for educational change is increasing in our society. "Efforts to change education, which have swept the country during the last 15 years, have come from government officials, business executives, and community leaders" (Toll, 1999, p. 5). State legislators are demanding change to the extent that they are increasing graduation standards for students in some states, linking pay to teacher performance in others, and calling for change in teacher preparation programs in still others. Business leaders are calling for better prepared workers. Community leaders are demanding tighter control on student behavior. The call for change is coming from within the educational establishment as well. Don Cameron (1995), writing in the Kappan, said that "(a)ny discussion about educational quality . . . needs to recognize this central reality of our time. The schools that worked for America in the Industrial Age are not the schools we need for America in the Information Age" (p. 226). Much of the demand centers on school leadership -- the superintendent or the principal -- as the primary focus for educational reform, but increasing attention is being placed on teachers as the source of change that will produce lasting, effective change in student learning. Speaking of the need to change the role of the teacher, Philip Schlechty (1997) said that "(o)ne of the most basic implications of organizing the schools around the work of students is that the role of the teacher will need to change in dramatic ways" (p. 44).

     The kind of change that produces lasting effects are not sweeping reforms designed to transform entire schools or districts. "The most important changes are incremental ones. While paradigm shifts are important in the evolution of knowledge, they are extremely rare. Most fields do not have even one per century. Moreover, they are seldom involved in the creation of breakthrough products. Indeed, most lucrative patents and products are incremental refinements of existing technologies" (Pogrow, 1996, p. 659). The call for incremental change comes from arenas other than education. John McDonald (1998), a quality management consultant, recently wrote

Throw a pebble, even a long sequence of pebbles, into a pool and the ripples quietly touch and influence every corner of the pool. Throw in a large rock, and the results are usually chaotic. The water is displaced, the banks are damaged, and the fish are stunned or killed. The ecology of the pool will take time to recover. When considering change, executives must avoid the temptation to hurl rocks. Instead, they must encourage their employees to practice a pattern of continuous pebble throwing, such that the requisite mass of change is absorbed with minimal disruption of what is healthy in the company (p. 5).

     The "Teacher as Agent of Change" conceptual framework is founded on this principle: the most effective way to create the kind of change that will transform schools into engaging, productive centers of learning -- schools that work for all students -- is to give teachers the knowledge and skills necessary to become change agents.

The Teacher as Agent of Change

     The assumption underlying the Teacher as Agent of Change conceptual framework is that teachers have the specialized knowledge of curriculum, instructional methodology and processes necessary to create classroom conditions that will result in successful student learning. Teacher-initiated change comes from an interest in children's affective states and/or their academic achievement, suggesting that a teacher's ability to create productive change comes from their knowledge about children, both individual children and children in general (Toll, p. 13).

Teachers who are Change Agents create classroom climates and experiences that result in learning success for all students. They have the knowledge and skill that allows them to identify, frame and solve problems, build relationships of trust, and create and fulfill learning plans (Ulrich, 1997, p. 31). Teachers who are agents of change "replace resistance with resolve, planning with results, and fear of change with excitement about its possibilities (Ulrich, p. 152).

     As teachers gradually become Change Agents in their schools and classrooms, they will "assume roles once traditionally reserved for others as they shape programs for their students and professional development opportunities for themselves, inquire into the effects of their practice, advise one another, and manage curriculum change" (Darling-Hammond, 1997, p. 327). That means that traditional school roles, with teachers subservient to principals who are unquestioned leaders, must be abandoned. In its place must come a model of school governance where teachers and principals each have leadership responsibilities and where teachers are empowered to create the conditions necessary to produce successful learning experiences for students. But if effective, lasting change is to be accomplished -- the kind of change that comes from knowledgeable, skillful educators and that results in learning success for all students -- an emphasis must be placed on the individuals who are directly responsible for student learning -- on Teachers as Agents of Change.

     The following is an overview of the areas in which teachers need to be knowledgeable and skillful in order to become effective Agents of Change.

Leading Curricular Change.

     In order to produce effective change, teachers must have a thorough knowledge of the curriculum they teach. They must be able to develop and adapt curriculum that is aligned with state and local standards while at the same time creating meaningful learning experiences for students. Effective teachers help students make connections between subject areas by approaching the curriculum through an integrated perspective. They bring "components of the curriculum together to reflect a cohesive body of knowledge (that) enables teachers and students to develop deeper understandings about the world around them" (Flint, p. 22).

     In addition to knowing their subjects well, teachers "need to know about curriculum resources and technologies. They need to be able to connect their students with sources of information and knowledge that extend beyond textbooks -- that allow for the exploration of ideas, the acquisition and synthesis of information, and the development of models, writings, designs, and other work products" (Darling-Hammond, 1997, p. 297).

Implementing Instructional Effectiveness.

     Change Agents are effective teachers who apply their knowledge of educational practices to develop student understanding to meet a pre-determined expectation. These teachers know that the end goal of the learning experience is to increase the knowledge and experiences of students (Flint, 1996, p. 4). Teachers who are Change Agents are skillful in a variety of teaching strategies and know how to use them to produce successful learning in students. They have a thorough knowledge of their students and how they learn, and use that knowledge to adapt classroom instruction in appropriate ways to increase student learning. They "assess students' knowledge and approaches to learning to identify different learners' strengths and weaknesses" (Darling-Hammond, 1997, p. 296), enabling them to create effective learning experiences for all students. Teachers who are Change Agents use motivating instructional strategies and techniques, understand learning processes as well as content knowledge, and have high expectations for student achievement (Ruddell & Ruddell, 1995, p. 6).

Managing Classroom Learning.

     Teachers who are Change Agents know how to manage the multiple factors that go into making up a classroom community to create successful learning experiences for all students. Comprised of more than just managing student behavior, these factors include the selection of goals and objectives, choosing appropriate instructional methodology, developing and adapting curriculum, selecting and using appropriate materials, using time wisely, making the classroom into an engaging learning environment, and effectively organizing and structuring the school day. The teacher who is a successful classroom manager is a thorough instructional planner (Ruddell & Ruddell, 1995, p. 6), but is creative and flexible; he or she takes advantage of teachable moments and follows student interests and questions to their logical conclusions. In short, teachers who are Change Agents "need to be able to create, manage, and maintain an environment conducive to learning" (Blair, 1988, p. 31).

     Teachers who have the ability to create successful learning experiences know how to link instruction with assessment. They know that "formal grading is but one of the aspects of judgment and evaluation. The informal judgment involved in clarifying, coaching, advising and deciding on an appropriate challenge for individual students is something that effective teachers do routinely (Grant, 1999, p. 46). In addition to the continuous monitoring of student learning, these teachers continually evaluate their own teaching. "Successful teachers continually evaluate the effectiveness of their teaching because they recognize that how well students learn depends upon how well they teach" (Parkay & Stanford, 1998, p. 336).

     Teachers who are successful classroom managers teach their students to be responsible and hold them accountable for the quality of their work. These teachers continuously monitor their students and "check . . . to see if students understand their assignments and the cognitive processes involved" (Arends, 1998, p. 433). These teachers also know that students must be taught to be self-responsible for their actions, so they "reduce the complexity of the classroom by making explicit their expectations for behavior" (McNergney & Herbert, 1995, p. 387).

     These teachers know that successful learning experiences occur in classrooms where students are engaged in the learning process. Teachers who consistently have well managed classrooms motivate and engage all students in the learning process. They are like coaches. They "note small differences, pinpoint the need for improvement, demonstrate and give examples, encourage, and raise the bar enough to be a challenge for each dance without defeating the student's motivation" (Grant, 1999, p. 46).

     Teachers who are successful classroom managers create "classroom environments that are psychologically and physically conducive to learning" (Prosise, 1996, p. 26). They structure seating arrangements to meet unique learning needs, create stimulating bulletin boards and room displays, and develop classroom procedures that help students focus on learning. Teachers who are Change Agents are proactive in looking for factors that have a negative impact on the learning environment, and modify them accordingly.

     Teachers who are Change Agents know that a well-managed, organized classroom is essential if all students are to become successful learners. They create the necessary conditions and change and adapt when needed to ensure that the classroom climate supports and engages students in the learning process.

Practicing Reflective Assessment.

     The development of a teacher who is an Agent of Change is "enhanced by disciplined and purposeful reflection on practice" (Blackwell & Diez, 1999, p. 6). These teachers reflect on their practice, analyze the effects their teaching had on student learning, and take steps designed to improve their teaching. By developing a regular habit of introspection and reflection, teachers are able to "recognize those aspects that may contribute to or detract from effectiveness in teaching" (Flint, p. 7). "When teaching for understanding, teachers must maintain two intertwining strands of thought at all times: how am I doing at moving the students toward high levels of understanding and proficient performance? and how am I taking into account what students know and care about as I move them toward the curriculum goals and develop their talents and social abilities?" (Darling-Hammond, 1997, p. 297). Teachers who are Change Agents continually evaluate what students are learning and then reshape their plans, using what they have discovered as they build curriculum to meet their goals.

Building Learning Networks.

Two are better than one, because they have a good reward for their labor; for if they fall, the one will lift up his fellow. But woe to him that is alone when he falleth; for he hath not another to help him up. And if one prevail against him, two shall withstand him; and a threefold cord is not quickly broken.
Ecclesiastes 4: 9, 10, 12.

     The old construct of teachers as individuals who practice in isolation behind closed doors is no longer appropriate if they are to become Agents of Change. Teachers "need to know about collaboration. They need to understand how to structure interactions among students so that powerful shared learning can occur. (Darling-Hammond, 1997, p. 297). Benefits for teachers who are successful in building collaborative learning networks include "diminished isolation, a shared purpose and cooperation among colleagues, increased curricular integration, a fresh approach to one's discipline, and increased satisfaction with their students' learning" (Lenning & Ebbers, 1999, p. iv). Teachers who break out of their isolation and become actively engaged with their colleagues tend to create positive change in their students. These benefits include "higher academic achievement, better retention rates, greater satisfaction with college life, improved quality of thinking and communicating, a better understanding of self and others, and a greater ability to bridge the gap between the academic and social worlds (Lenning & Ebbers, p. iv).

     Learning networks are enhanced when they are focused on students, curriculum and instruction, the school climate and commitment to role and mission, instructional resources, and support, evaluation, and assessment of learning (Johnstone & Krauth, 1996, p. 38).

Implications for Teacher Preparation Programs

     There are several forces at work supporting the need for the master's degree for teachers to be authentically redesigned. First, as NCATE revisits its own standards, the opportunity presents itself for faculty to take a careful, thoughtful and objective look at the master's program as it now stands (Blackwell & Diez, 1999, p. 12). In response, the Teacher as Agent of Change conceptual framework has been designed both to meet NCATE standards in a non-traditional program, and has been aligned with the propositions of the National Board for Professional Teaching Standards. NCATE standards remind faculty that one of their basic responsibilities is to address the questions of program quality and coherence (Blackwell & Diez, p. 12). The issue of quality in the Masters of Education program is addressed through regular program assessment activities. The program is continually revised and updated in response to issues raised by students and faculty. Underlying the topics of quality and coherence are a number of issues. One is relevance to the work of teachers (Blackwell & Diez, 1998). A second is the role of inquiry and research in the program, such as collaboration on projects that emerge from actual problems encountered in the classroom (Blackwell & Diez, 1998). Projects and assignments built into the M.Ed. program require candidates to integrate the theory and research acquired in M.Ed. classes to their home schools and classrooms. Another is the need for alignment of degree programs with the need for continued professional growth of teachers (Clifford & Guthrie, 1998). The M.Ed. program is designed to foster professional growth in teachers. The expectation is not for the acquisition of an advanced degree that certifies that additional education has been attained, but rather for the attainment of Change Agent skills that will enable them to be effective teachers throughout the remainder of their careers.

     In order to produce teachers who are Agents of Change, advanced preparation programs must be deliberately and carefully designed to provide them with the necessary knowledge and skills. Further, these programs must give them opportunities to practice change-agent skills in the classroom. Blackwell and Diez (1999), commenting on the kinds of advanced teacher preparation programs that are effective in improving teaching practice, said:

(b)ased on the assumption that teachers as professionals continue to learn and grow throughout their career, advanced programs for teacher development benchmarked against the National Board standards and processes would both contribute to teacher development and strengthen teachers' abilities to continue to learn. Thus, developing the abilities . . . of systematic inquiry into practice, reflection on practice, and collaboration with others in meeting learner's needs should be a primary focus in advanced master's education; these abilities serve as benchmarks for faculty who seek to use them in the design or evaluation of a master's program (p. 5).

     Darling-Hammond and McLaughlin (1995) concur: advanced teacher preparation programs that succeed in improving teaching share several features. They tend to be

• Experiential, engaging teachers in concrete tasks of teaching, assessment, and observation that illuminate the processes of learning and development
• Grounded in participants' questions, inquiry, and experimentation as well as profession-wide research
• Collaborative, involving a sharing of knowledge among educators
• Connected to and derived from teachers' work with their students as well as connected to examinations of subject matter and teaching methods
• Sustained and intensive, supported by modeling, coaching, and problem solving around specific problems of practice (p. 327).

     Even though there is a growing body of knowledge that says advanced teacher preparation programs must be restructured to produce teachers who can effectively create change, the process is a slow one. Traditional advanced program characteristics such as disconnected classes, lack of learning communities, and little or no opportunity to apply theory and research in real teaching situations are the rule, not the exception. "(U)ntil recently many teacher education and ongoing professional development programs separated theory and application almost completely. People were taught to teach in lecture halls, from textbooks and teachers who frequently had not themselves ever practiced what they were teaching" (Miller & Silvernail, 1994, p. 320).

     The Indiana Wesleyan University M.Ed. program is designed to produce teachers who are Agents of Change. As such it focuses on integrating theory and research into practical school and classroom settings; it establishes supportive learning communities where candidates can discuss ideas and their applicability to teaching situations; it requires cross-disciplinary, school-based learning projects, integrating learning from multiple courses. The M.Ed. program is designed to be the kind of experience that Ball and Cohen (in press) indicate "is centered around the critical activities of teaching and learning -- planning lessons, evaluating student work, developing curriculum -- rather than around abstractions and generalities; it grows from investigations of practice through cases, questions, analysis, and criticism; and it is built on substantial professional discourse that fosters analysis and communication about practices and values in ways that build collegiality and standards of practice (p. 323).

M.Ed. Domain Outcomes and Expectations

     The Five Core Propositions of the National Board standards are reflected in the Five Domains of the M.Ed. Conceptual Framework. Each of those five M.Ed. domains have anticipated outcomes which are further delineated into specific expectations for each of the five domain outcomes. More information on the National Board Standards can be found at http://www.nbpts.org

     Each of the five M.Ed. domains contains expectations relating to technology and to diversity, because the Graduate Studies in Education Department believes that these two areas are of primary importance in developing effective classroom practitioners. The domain expectations relating to technology contain a "t" designation; similarly, the domain expectations relating to diversity contain a "d" designation. It should also be noted that a third strand of practitioner competence is emphasized in the area of action research. Candidates for the M.Ed. degree are required to participate in a program-long classroom project in which they conduct action research to determine tangible ways of becoming more proficient teachers. The action research requirements are implicitly stated in the M.Ed. conceptual framework, and can be seen more clearly in the Course Overview charts found in Chapter Five of this M.Ed. Resource Guide.

     Candidates for the Masters in Education degree are required to demonstrate proficiency in each of thee five domains in the M.Ed. conceptual framework. These domains and their expectations are shown on the following pages.

DOMAIN ONE
National Board Core Proposition/Standard	M.Ed. Domain	M.Ed. Domain 1 Outcome Expectations
Practicing teachers know the subjects they teach and how to teach those subjects to students.	1.0 LEADING CURRICULAR CHANGE	1.1 The candidate demonstrates expertise in current subject knowledge and processes. 1.2 The candidate identifies barriers, then makes appropriate curricular changes after analyzing and evaluating P-12 student development and learning data, using the latest available technology. 1.3 The candidate aligns curricula with state and district standards when planning effective instruction that includes literacy and critical thinking skills. 1.4 The candidate creates interdisciplinary learning activities that enable students to integrate knowledge and methods of inquiry from different subject areas. 1.5 The candidate shows appreciation for and implements a well-rounded education based on high but realistic expectations that demonstrate respect for cultural values and democratic principles. 1.6 The candidate establishes curricular learning goals which motivate students to achieve academic success and prepare them to become lifelong learners. 1.7 The candidate demonstrates a continually developing, strong knowledge base of developmentally appropriate content standards. 1.d The candidate adapts and implements curricula that meet the multiple learning styles and needs of diverse P-12 students. 1.t The candidate designs curricula that require students to integrate subject-related technology.
	M.Ed. Domain Outcome
	Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.

DOMAIN TWO
National Board Core Proposition/Standard	M.Ed. Domain	M.Ed. Domain 2 Outcome Expectations
Practicing teachers are committed to students and their learning.	2.0 IMPLEMENTING INSTRUCTIONAL EFFECTIVENESS	2.1 The candidate demonstrates instructional leadership through mastery of a variety of resources, strategies, and teaching methods that are used effectively in P-12 classrooms. 2.2 The candidate cultivates an inviting, positive learning climate where P-12 students are actively engaged and demonstrate responsibility for self-directed learning. 2.3 The candidate recognizes cultural differences when effectively communicating through verbal, nonverbal, and media techniques with students, families, other educators, and the community. 2.4 The candidate promotes self-directed decision-making and problem-solving processes as being critical life skills in the workplace, the home, and the community. 2.d The candidate creates and modifies learning opportunities, both affective and cognitive, by implementing instruction that demonstrates developmentally appropriate practices. 2.t The candidate makes effective use of technology in classroom instruction.
	M.Ed. Domain Outcome
	Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.

DOMAIN THREE
National Board Standard	M.Ed. Domain	M.Ed. Domain 3 Outcome Expectations
Practicing teachers are responsible for managing and monitoring student learning.	3.0 MANAGING CLASSROOM LEARNING	3.1 The candidate uses developmentally appropriate assessment tools and strategies, both traditional and nontraditional, to monitor individual and group progress and to guide curricular and instructional decisions. 3.2 The candidate maintains, interprets, and communicates records of student progress knowledgeably and responsibly, using the latest available technology. 3.3 The candidate promotes positive social interactions, peer relationships, and personal self-control in all aspects of the P-12 student learning environment. 3.4 The candidate manages the construction of meaning and the application of knowledge as key elements in P-12 student learning environments. 3.5 The candidate aligns curricular and instructional decisions based on P-12 student assessment data that are founded on the principles and research that underlie developmentally appropriate practices, using the latest available technology. 3.d The candidate manages the P-12 learning environment with acceptance and respect for diverse student needs, including a sensitivity to issues and differences that are found within the larger community. 3.t The candidate makes appropriate use of educational technology to evaluate student learning and make curricular and instructional decisions in order to create a successful learning environment.
	M.Ed. Domain Outcome
	Candidates manage the classroom learning environment to create success for all students.

DOMAIN FOUR
National Board Core Proposition/Standard	M.Ed. Domain	M.Ed. Domain 4 Outcome Expectations
Practicing teachers think systematically about their practice and learn from experience.	4.0 PRACTICING REFLECTIVE ASSESSMENT	4.1 The candidate demonstrates effective problem solving skills utilizing current research, best practice, and performance-assessment data, using the latest available technology. 4.2 The candidate is committed to reflection and self-analysis resulting in continuous professional development. 4.3 The candidate models legal and ethical principles of the education profession. 4.4 The candidate actively encourages the formation of basic values in P-12 students as a foundation for future success in adulthood. 4.5 The candidate utilizes research and resources to construct and implement a personalized, professional development plan that continually measures individual growth and that chronicles his/her professional achievements over time. 4.d The candidate involves P-12 students and their families in reflection upon their own diverse backgrounds and learning experiences; the results of these reflections are then used to improve the candidate's assessment and instruction practices. 4.t The candidate engages learners in utilizing technology for project-based research and collaborative learning activities.
	M.Ed. Domain Outcome
	Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.

DOMAIN FIVE
National Board Core Proposition/Standard	M.Ed. Domain	M.Ed. Domain 5 Outcome Expectations
Practicing teachers are members of learning communities.	5.0 BUILDING LEARNING NETWORKS	5.1 The candidate conducts active classroom research; he/she collaborates with other professional educators and students to improve curriculum, assessment, and instruction in the P-12 learning environment. 5.2 The candidate establishes mentor and accountability relationships with peers for instructional improvement. 5.3 The candidate creates productive relationships and promotes current best practices with individuals and agencies to meet the diverse learning needs of P-12 students, both at school and in the community. 5.4 The candidate demonstrates knowledge of the advantages and disadvantages of various current and historical models of schooling. 5.d The candidate collaborates with and respects the diversity of individuals, families, groups, and the community when designing P-12 student learning environments. 5.t The candidate improves student learning through technology-aided linkages with national and global communities.
	M.Ed. Domain Outcome
	Candidates create professional partnerships to create learning opportunities for themselves and their students.

INTASC Principles

     In addition to considering the National Board standards when developing the M.Ed. Conceptual Framework and Five Domains, other national standards were also integrated into the final framework. The Interstate New Teacher Assessment and Support Consortium (INTASC) principles have been aligned into each of the ten core courses of the M.Ed. program, and are shown below. These principles can also be found at http://www.ccsso.org/intasc.asp

INTASC Alignment with the M.Ed. Conceptual Framework

INTASC Principles	M.Ed. Domain Expectations
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.	1.1, 1.4, 1.7, 1.t; 3.4; 5.4
2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.	1.2, 1.5, 1.6, 1.7; 2.d; 3.4, 3.5; 4.1; 5.4
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.	1.d, 1.t; 2.1, 2.3, 2.d; 3.d; 4.t
4. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.	1.3, 1.4; 2.1, 2.4, 2.t; 4.t
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.	1.5, 1.6; 2.2; 3.2, 3.3; 4.4
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.	1.d, 1.t; 2.3; 3.t; 4.t; 5.t
7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.	1.2; 2.3; 3.d; 4.4, 4.d; 5.4, 5.d
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.	3.1, 3.2, 3.5
9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.	3.t; 4.1, 4.2, 4.5, 4.d; 5.1, 5.2, 5.4
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.	3.d; 4.3, 4.4; 5.1, 5.2, 5.3, 5.d, 5.t

Content Standards (CS) And Developmental Standards (DS)
(taken from the Comprehensive Standards Document, IPSB, 9/21/1999*)

* The coding shown below is used by Indiana Wesleyan University, not IPSB

     Special Note: The M.Ed. program requires that each candidate complete a Unifying Assessment Project (UAP) as a culminating assessment of his or her competence in a given content area. The content standards for Indiana are therefore reflected in each candidate's UAP (those candidates living somewhere other than Indiana integrate their UAP with the appropriate state standards). Those content standards include the ones identified by the Indiana Professional Standards Board as well as the Indiana Proficiency Guide for each subject area. The Indiana Professional Standards Board has also identified various content themes throughout the content standards, including reading, diversity, technology, exceptional needs, and gifted/talented. For this reason, the codes shown below reflect the breadth of curriculum areas offered to M.Ed. candidates as they progress through the sequential, integrated core courses of the M.Ed. program. These codes are simply an indication of the much deeper content and subject matter levels of proficiency each M.Ed. candidate must demonstrate throughout the program, as he/she aligns the culminating UAP requirement with state content standards. For more details on these content standards, please visit the web site for the Indiana Professional Standards Board at http://www.state.in.us/psb/

     The developmental standards developed by Indiana for Early Childhood (EC), Middle Childhood (MC), Early Adolescence (EA), and Adolescence and Young Adulthood (AYA) are also reflected in the M.Ed. conceptual framework and core course content of the M.Ed. program. The charts below indicate which content and developmental standards can be illustrated in which courses.

Content Standards (CS) for Early Childhood (EC):

Code	Subject Area
CS-MAT-EC	Mathematics
CS-ELA-EC	English/Language Arts
CS-SCI-EC	Science
CS-SOC-EC	Social Studies
CS-ART-EC	Fine Arts
CS-PEH-EC	Health and Physical Education
CS-FOR-EC	Foreign Languages
CS-TECH-EC	Connections between Technology and the Disciplines

Content Standards (CS) for Middle Childhood (MC):

Code	Subject Area
CS-MAT-MC	Mathematics
CS-ELA-MC	English/Language Arts
CS-SCI-MC	Science
CS-SOC-MC	Social Studies
CS-ART-MC	Fine Arts
CS-PEH-MC	Health and Physical Education
CS-TECH-MC	Connections between Technology and the Disciplines

Content Standards (CS) for Early Adolescence (EA) and Adolescence and Young Adulthood (AYA):

Code		Subject Area
CS-MAT-EC		Mathematics
CS-ELA-EC		English/Language Arts
CS-SCI-EC		Science
CS-SOC-EC		Social Studies
CS-ART-EC		Fine Arts
CS-PEH-EC		Health and Physical Education
CS-FOR-EC		Foreign Languages
CS-ENL-EA/AYA		English as a New Language
CS-VOC-EA/AYA		Vocational Education
CS-EXC-EA/AYA		Exceptional Needs
CS-LIB-EA/AYA		Library and Media

Additional areas of content standards are provided for all developmental levels. These include:

CS-BLA		Building Level Administrators
CS-SER		School Services Professionals

Other content standards are currently being developed by the Indiana Professional Standards Board, and will be included in the M.Ed. program as they become available.

To see an alignment of IPSB's specific content standards with the M.Ed. conceptual framework and with the content standards from the National Board for Professional Teaching Standards, please see chapter 4 of this M.Ed. Resource Guide.

M.Ed. Correlation with Indiana Content Standards

	545	554	550	553	551	555	556	557	558	559
MAT		X	X	X	X	X	X		X	X
ELA		X	X	X	X	X	X		X	X
SCI		X	X	X	X	X	X		X	X
SOC		X	X	X	X	X	X		X	X
ART		X	X	X	X	X	X		X	X
PEH		X	X	X	X	X	X		X	X
FOR		X	X	X	X	X	X		X	X
TECH		X	X	X	X	X	X	X	X	X
ENL		X	X	X	X	X	X		X	X